Comprehensive English Language Learning Assessment CELLA- K-12. Spring 2010

Transcription

1 Comprehensive English Language Learning Assessment CELLA- K-12 Spring 2010

2 PURPOSE OF CELLA CELLA measures the growth of students classified as English Language Learners (ELLs) in mastering the English skills they will need to succeed in school. CELLA provides evidence of program accountability in accordance with Title I and Title III of NCLB*. AMAOs Annual Measurable Achievement Objectives *No Child Left Behind

3 General Information The Comprehensive English Language Learning Assessment (CELLA) is a four-skill language proficiency assessment for English Language Learners (ELL) students. Testing window: April 19 May 19, 2010 Assessments Listening Reading Writing One-on-One/Speaking 3

4 CELLA Information For Parents The Florida Department of Education (FLDOE) provides an informational brochure for parents of ELL students. The brochure is available in eleven (11) different languages. 4

5 Students to be Tested All ELL students in your school regardless of the ESOL Level or number of semesters in the ESOL Program. ESOL Level 5 students who exited the ESOL Program on June 1, 2009 and before April 19,

6 NEW for 2010 NO Functional Level Test will be used. NO Locator Test will be used. All ELL students are assessed on grade level. Suggested order for testing all levels: 1. Listening 2. Reading 3. Writing Speaking may be administered at any time. 6

7 Materials Needed for One-on-One/Speaking 2010 Directions for Administration & Scoring Guides (DFA) Level A1 Orange (K through Grade 2) Student Test Book (for all sections) One-on-One Prompt Book (for speaking section only) CD for Listening Section Stopwatch, Acetate, Dry-erase Marker Level B1 Blue (Grades 3 through 5) Listening & Speaking (Student Book) Blue Answer Sheet Stopwatch, Acetate, Dry-erase Marker 7

8 Materials Needed for the Speaking Section 2010 Directions for Administration & Scoring Guides (DFA) Level C1 Purple (Grades 6 through 8) Speaking (Student Book) Blue Answer Sheet Level D1 Teal (Grades 9 through 12) Speaking (Student Book) Blue Answer Sheet 8

9 Assessors Responsibilities Level A1 for Kindergarten All sections- Listening, Reading, Writing, and One-on-One Approximate time is 60 minutes Level A1 for grades 1 and 2 One-on-One section Approximate time is 15 minutes Level B1 for grades 3 through 5 Speaking section Approximate time is 15 minutes 9

10 Assessors Responsibilities Level C1 Grades 6 through 8 Speaking Approximate time is 10 to 15 minutes per student Level D1 Grades 9 through 12 Speaking Approximate time is 10 to 15 minutes per student 10

11 Test Security All CELLA testing materials are to be secured at all times. All CELLA testing materials need to be secured if the administration of the test stops (e.g., lunch, fire drill.) Test administrator must be able to account for all materials. Test administrator will be asked to sign a security form. Test administrator will be asked to sign materials in and out. 11

12 Test Security (continued) Florida Test Security Statute and Florida State Board of Education Test Security Rule 6A M-DCPS: Standards, Guidelines, and Procedures for Test Administration and Test Security manual.pdf The security of all test materials must be maintained before, during, and after the test administration. Under no circumstances are students permitted to handle secure materials before or after the test administration. 12

13 2010 CELLA ADMINISTRATION RECORD/SECURITY CHECKLIST Pre-populated version TAM, p. 36

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15 Return of Test Materials Materials should be returned May 3 - May 19, 2010 All test materials will be returned to: Test Distribution Center SW 26 Street Miami, FL Return Hours: 7:30 am 3:30 pm

16 Accommodations DOs Students should be given sufficient time to complete the test. On an individual basis only, test administrators who speak the heritage language of an ELL student may use that heritage language to translate the directions. Verbal encouragement may be provided. DON Ts Students should not be moved to a different location once the test begins. Test administrators may NOT translate directions to entire classes. Do NOT translate any part of the test other than the directions. Verbal encouragement may not be used to cue a student regarding correct/incorrect responses. No dictionaries are allowed to be used during the test. 16

17 Before Testing Review the Scoring Guide for the One-on-One/Speaking Section in the DFA. Read the scripts for administering the test. Verify that the name on the answer book/sheet belongs to the student being tested. Post the Do Not Disturb sign. 17

18 During Testing Administer the test according to the directions in the DFA. Make sure students are on task. Students may not use scratch paper, dictionaries, thesauruses, or any electronic devices. Students must use #2 pencils. Students are not timed during testing. Report all problems to the test chairperson. 18

19 After Testing Collect, count, and return all test materials to the test chairperson at the end of the day. Report students who are absent to the test chairperson. Make sure all sections are completed prior to returning booklets to test chair. 19

20 Directions for Administering the Test Read directions that are in bold type exactly as they are written. Answer any questions about the directions. Do NOT give help on specific test questions, and do NOT translate any part of the test other than the directions. Read the script as clearly as possible and use a normal rate of speech. 20

21 Directions for Administering the Test Pronounce underlined words in the script with added emphasis. Letters in the script that appear between slashes / / are to be pronounced as sounds, not called by their letter names. For example, put an X on the letter that makes the /s/ sound, as in sit. Correct yourself in a comprehensible manner if you make a mistake (e.g., reread item). Collect and secure the materials when there is an interruption (e.g., lunch, fire drill). 21

22 CELLA Assessment Level A1 Grades K-2 K Individually Administered Listening 15 questions approx. 15 minutes CD must be used Students put an X on the correct answer Reading 15 questions approx. 15 minutes #1-11 students put an X #12-15 students fill in the circle Writing 7 questions approx.15 minutes Students will write letters, words, and sentences One-on-One (Speaking) 21 questions approx.15 minutes 15 questions approx. 15 minutes 15 questions approx. 15 minutes 7 questions approx. 15 minutes 21 questions approx. 15 minutes 1 CD must be used administered in small groups administered in small groups #1-11 students put an X #12-15 students fill in the circle administered in small groups Students will write letters, words, and sentences Individually administered Students put an X on the correct answer 15 questions 25 questions 16 questions 21 questions approx. 15 minutes approx. 35 minutes approx. 30 minutes approx. 15 minutes 2 CD must be used administered in small groups Students put an X on the correct answer administered in small groups #1-11 students put an X #12-25 students fill in the circle administered in small groups Students will write letters, words, sentences, and edit sentences Individually administered 22

23 CELLA Assessment Grades 3-12 Listening Reading Writing Speaking Level B1 Grades 3-5 Blue 22 questions approx. 25 minutes CD must be used Group Administration 26 questions approx. 45 minutes Group Administration 25 questions approx. 70 minutes Group Administration (One-on-One) 21 questions approx minutes Individually Administered Level C1 Grades 6-8 Purple 22 questions approx. 25 minutes CD must be used Group Administration 26 questions approx. 45 minutes Group Administration 25 questions approx. 70 minutes Group Administration 13 questions approx minutes Individually Administered Level D1 Grades 9-12 Teal 22 questions approx. 25 minutes CD must be used Group Administration 26 questions approx. 45 minutes Group Administration 25 questions approx. 70 minutes Group Administration 13 questions approx minutes Individually Administered 23

24 Directions for Recorded Delivery Always use the Listening CD. (Listening) Introduce the section by saying the script below: You will listen to a recording as you take the Listening section. All instructions and questions are on the recording. I will begin the recording now. As the recording plays, make sure that it is loud enough and clear enough for the student to hear. Follow the printed script and hold up the demonstration copy when noted in the script. Monitor the student as he/she takes the test. Make sure the student is on the correct page at the correct time. The CD will prompt you when the test ends. 24

25 Listening Section (Level A1, Kindergarten) Listening section must be delivered individually by using the pre-recorded prompts on the CD provided (see pages 8-9 in the DFA). During the administration of the listening section, if a student does not answer five (5) questions in a row you may stop the administration and leave the remaining bubbles blank on the student answer sheet. 25

26 The Stopping Rule The Stopping Rule is ONLY applicable to individually administered sections. If the student cannot respond to five (5) questions in a row, AND it is clear that the questions are above the student s proficiency level, the test administrator should stop the administration of that type only. 26

27 Listening Section (Level A1, Kindergarten) Three (3) Parts Listen and Match questions 1-8 Teacher Talks questions 9-12 Extended Listening Comprehension questions DFA pages

28 Level A Student Responses Listen and Match Students respond by marking an X completely over the correct response in the test booklet. Test administrators must make sure students understand how to do this correctly. Correct Incorrect 28

29 Level A Listening Example Teacher Talks See 2010 DFA pages and See Student Book A1 page 5 29

30 Reading Section (Level A1, Kindergarten) You will individually administer the first part of the Reading section by reading aloud from the script. You need to STOP the administration of this section if a student does not respond to five (5) consecutive questions. Kindergarten students will only respond to questions

31 Level A Reading Example Listen, Read, and Match See 2010 DFA page 15 and See Student Book A1 page 11 31

32 Level A Reading Example Listen, Read, and Match See 2010 DFA page 16 and See Student Book A1 page 12 32

33 Writing Section (Level A1, Kindergarten) Questions 1-7 are to be individually administered to the kindergarten students. You need to STOP the administration of this section if a student does not respond to five (5) consecutive questions. 33

34 Level A Writing Example Descriptive Sentences See 2010 DFA page 23 and See Student Book A1 page 27 34

35 Tips for Administering the One-on-One/Speaking Sections Make the student as comfortable as possible. Create a congenial and positive atmosphere. Allow the student to demonstrate what he/she knows and can do in English. Review the rubrics again to be sure of the criteria you will use to assess the student. Repeat the prompt in varying speed and intonation, if a student does not initially understand a prompt. 35

36 Tips for Administering the One-on-One/Speaking Sections (continued) If a student s response is too brief to accurately assess his/her speaking ability, ask probing questions as appropriate. Probing questions may be used to: get the student to start speaking if he or she is having difficulties; clarify the question itself, if it helps, and encourage the student to expand or elaborate his/her response. 36

37 Level A1 Responses to One-on-One Test administrators score the student s responses and record the scores in the One-on-One Scoring Section of the test book. Page 37 of the Level A1 Student Test Book 37

38 One-on-One/Speaking Sections Section Types: Listening Vocabulary (Level A1) Read each prompt clearly. Oral Vocabulary (All Levels) Give full credit if the student correctly identifies the item, regardless of form. (headphones headset) Do not give credit for paraphrasing or showing knowledge of the use of an object. ( A thing you use to listen to music. ) Speech Functions (All Levels) Make sure that the sample question is not scored. There may be more than one correct response. 38

39 One-on-One/Speaking Section (continued) Personal Opinion (All Levels) If the student does not provide clear support to his/her answer, use a probing question. Story Retelling (All Levels) Full credit should be given for a reasonable interpretation of what is shown in the pictures, regardless of retell order. Print Concepts (Level A1) One-on-One script has correct responses if needed. DFA Pages

40 Probing Questions & Prompts When administering the Speaking section, it is important to keep in mind the rules regarding prompting: If the student does not initially understand a prompt, repeat the prompt, varying speed and intonation as appropriate. If a student s response is too brief to accurately represent the student s speaking ability, ask probing questions as appropriate. Probing questions can be used to get the student started speaking if stuck clarify the question itself if that will help encourage the student to expand or elaborate A probing question must NOT introduce a new topic or provide vocabulary needed for a response. 40

41 One-on-One/Speaking Section Types (Continued) Reading Aloud for Fluency (Levels A1-B1) Response is timed (30 seconds for Level A1 and 40 seconds for Level B1). Use clear acetate for this section. If the student self-corrects within 3 seconds, it is not counted as an error. If the student makes repeated errors on the same word, tally the error only once. If the student struggles with a word for three (3) seconds, you may tell the student the word and count it as an error. DFA pages You could use slash (/) marks or other notations. 41

42 Speaking Section Type Graph Interpretation (Levels B1-D1) Measures student s ability to orally summarize and interpret a graph. DFA pages

43 One-on-One/Speaking Sections Approximate time is minutes. If a student does not respond, a score of NR (No Response) will be issued. NR is given only when a student does not provide the spoken (or pointed) response to a question. If a student does not respond (NR) to five (5) questions in a row, skip to the next type of question. If you get minimal response, continue with the assessment of that particular type. 43

44 CELLA Level A1 Grades K-2 (One-on-One) Question No. Item Type Scoring Scale Listening Vocabulary NR, 0-1 Oral Vocabulary NR, 0-1 Point to object or person Name object Speech Functions NR, Rubric Respond to a question Personal Opinion NR,0-1-2 Rubric Story Retelling Give and support opinion NR, Rubric Retell story Print Concepts NR, 0-1 Reading Aloud For Fluency Point, identify and name letters, words, and parts of the story NR, Rubric Read aloud for 30 seconds 44

45 CELLA Level B1 Grades 3-5 (Speaking) Question No. Item Type Scoring Scale 1-6 Oral Vocabulary NR, 0-1 Name the object or action 7-10 Speech Functions NR, Rubric Respond to a question 11 Personal Opinion NR, Rubric Provide and support opinion 12 Story Retelling NR, Rubric Retell story 13 Graph Interpretation NR, Rubric 14 Reading Aloud for Fluency Summarize and make comparisons NR, Rubric Read aloud for 40 seconds

46 CELLA Level C1 & D1 Grades 6-12 (Speaking) Question No. Item Type Scoring Scale 1-6 Oral Vocabulary NR, 0-1 Name the object or action 7-10 Speech Functions NR, Rubric Respond to a question 11 Personal Opinion NR, Rubric Provide and support opinion 12 Story Retelling NR, Rubric Retell story 13 Graph Interpretation NR, Rubric Summarize and make comparisons 46

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49 Get ready to learn about Rubrics! 49

50 Comprehensive English Language Learning Assessment (CELLA) Scoring One-on-One/Speaking 50

51 Using Rubrics to Score the Speaking Section What is a rubric? Rubrics are multi-dimensional scoring guidelines that can be used to provide consistency in evaluating a student s level or performance. spell out scoring criteria so that multiple teachers, using the same rubric for a student, would arrive at the same score. are based on the sum of a range of criteria. 51

52 Rubric Prompts During the testing session: Read aloud the text in bold print in the One on-one script. The One-on-One script should be visible only to the assessor. Repeat the prompt if the student does not initially understand it. Vary the speed and intonation as appropriate. Ask probing questions if a student s response is too brief to accurately represent his/her speaking ability. 52

53 Probing Questions Probing questions can be used to: Get the student speaking. Clarify the question. Encourage the student to expand or elaborate. 53

54 Scoring Practice Speech Function 54

55 One-on-One Section Level A1 Speech Functions Practice and Scoring Question #1 Picture DFA page 42 Script and scoring sample responses 1-10, page 54 Answer Key for sample responses, page 61 55

56 Scoring Practice Personal Opinion 56

57 One-on-One Section Level A1 Personal Opinion Practice and Scoring Question #3 Pictures, page 44 Script and scoring sample responses on page 55 Answer Key for sample responses, page 62 57

58 Speaking Section Level B1 Personal Opinion Practice and Scoring Question # 5 Rubric and script, page 99 Scoring sample responses for tracks/items found on page 109 Answer Key for sample responses, page

59 Speaking Section Level C1 & D1 Personal Opinion Measures student s ability to orally state and defend an opinion. Criteria include: Clarity of response Adequate support Good control of grammar & adequate vocabulary Training CD for Speaking tracks: Level C: Pages Level D: Pages

60 Score Rubric for Story Retelling 4 The student s response: is full and satisfactory shows well developed vocabulary resources (i.e., the student can generally find the right word and use it appropriately) shows good control of grammar, though it may include an occasional minor error that does not interfere with communication may display an accent, but any errors of pronunciation or intonation do not interfere with communication is produced at an appropriate rate of speed and with sufficient fluency for effective communication 3 2 The student s response: is satisfactory in completing the task shows adequate vocabulary resources may display some grammatical errors that may interfere with communication may display an accent, but errors of pronunciation and intonation only occasionally interfere with communication The student s response: does not fully complete the task displays a basic, but not extensive vocabulary (i.e., the student sometimes cannot find the right word) displays numerous grammatical errors that often interfere with communication may display errors in pronunciation and/or intonation that often interfere with communication 1 0 NR The student s response: does not complete the task shows limited vocabulary resources makes numerous grammatical errors that frequently impede communication displays numerous errors in pronunciation, intonation, or stress that interfere with communication The student s response: shows very limited vocabulary resources does not demonstrate an understanding of English is not comprehensible in English No Response

61 One-on-One Section Level A1 Story Retelling Practice and Scoring Question #4 Rubric, page 49 Pictures and script, page 50 Scoring sample responses for tracks/items found on page 58 Answer Key for sample responses, pages

62 Speaking Section Level B1 Story Retelling Practice and Scoring Question #6 Rubric, page 100 Pictures and script, page 101 Scoring sample responses for tracks/items found on page 112 Answer Key for sample responses, pages

63 Speaking Section Level C1 & D1 Story Retelling Measures a student s ability to hear a story (while looking at sequential picture cues) and to then retell it with detail. Criteria include: Comprehensive response Vocabulary Grammar Training CD for Speaking tracks: Level C: (Question 6, DFA page 182) Level D: (Question 6, DFA page 245) 63

64 Score Rubric for Reading Aloud for Fluency 4 Read at least 60 words correctly in 30 seconds. Most often grouped words in meaningful phrases. Heeded punctuation. Used intonation and expression. 3 Read between 45 and 59 words correctly in 30 seconds. Usually grouped words in meaningful phrases. Usually heeded punctuation. 2 Read between 21 and 44 words correctly in 30 seconds. May have read haltingly, from word to word, or without meaningfully grouped phrases. May not have indicated punctuation in response. 1 Read between 10 and 20 words correctly in 30 seconds. Frequent long pauses between words. May not have indicated punctuation in response. 0 Read fewer than 10 words correctly in English in 30 seconds. Responded in language other than English. NR No Response DFA page 51

65 One-on-One Section Reading Aloud for Fluency The following materials are needed: Stopwatch Clear acetate Dry erase marker Refer to the pages below in the DFA: Level A1 - Page 37 Question 21 Level B1 - Page 87 Question 14 65

66 Reading Aloud for Fluency Use of the Stopwatch There are three buttons on the stopwatch. You will use the left and the right buttons only. Right button starts and stops the time. Left button clears the time to go back to 0:0000. The middle (top) button is not used unless the mode changes and you need to reset to 0:0000. (Continue pressing the middle button until you see 0:0000 on the screen.) Always hold the stopwatch in the palm of your non-dominant hand, leaving your dominant hand free for scoring. 66

67 One-on-One Section Level A1 Reading Aloud for Fluency Practice Scoring Question #5 Rubric, page 51 Script and reading passage, page 52 Scoring sample responses for tracks/items found on page 60 Answer key for sample responses, page 64 67

68 One-on-One Section Level B1 Reading Aloud for Fluency Practice Scoring Question #8 Rubric, page 104 Script and reading passage, page 105 Scoring sample responses for tracks/items found on page 117 Answer Key for sample responses, page

69 Score Rubric for Graph Interpretation 4 3 The student s response: is full and satisfactory shows well developed vocabulary resources (i.e., the student can generally find the right word and use it appropriately) shows good control of grammar, though it may include an occasional minor error that does not interfere with communication may display an accent, but any errors of pronunciation or intonation do not interfere with communication is produced at an appropriate rate of speed and with sufficient fluency for effective communication The student s response: is satisfactory in completing the task shows adequate vocabulary resources may display some grammatical errors that may interfere with communication may display an accent, but errors of pronunciation and intonation only occasionally interfere with communication NR The student s response: does not fully complete the task displays a basic, but not extensive vocabulary (i.e., the student sometimes cannot find the right word) displays numerous grammatical errors that often interfere with communication may display errors in pronunciation and/or intonation that often interfere with communication The student s response: does not complete the task shows limited vocabulary resources makes numerous grammatical errors that frequently impede communication displays numerous errors in pronunciation, intonation, or stress that interfere with communication The student s response: shows very limited vocabulary resources does not demonstrate an understanding of English is not comprehensible in English No Response

70 Speaking Section Level B1 Graph Interpretation Practice and Scoring Question #7 Rubric, page 102 Graph and script, page 103 Scoring sample responses for tracks/items found on page 115 Answer key for sample responses, page

71 Speaking Section Level C1 & D1 Graph Interpretation Measures student s ability to orally summarize and interpret a graph. Criteria include: Summary response Comparison response Vocabulary Grammar Training CD for Speaking tracks: Level C: (Question 7, DFA page 183) Level D: (Question 7, DFA page 248) 71

72 District Supervisor: Contact Information Region 1 Olga C. Carballo Region 2 Deland Innocent Region 3 Cary M. Pérez Region 4 Lourdes M. Menéndez Region 5 Yvonne L. Petersen BISO/IS Toni Miranda SPED Rosalia Gallo Executive Director: Beatriz C. Pereira